Boarding Schools and Capital Benefits: A Comparative Analysis of Student Experience in North American and South African Schools
Open Access
Author:
Bass, Lisa Renee
Graduate Program:
Educational Leadership
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
June 26, 2007
Committee Members:
Nona Ann Prestine, Committee Chair/Co-Chair Ladislaus M Semali, Committee Chair/Co-Chair Susan Faircloth, Ph D, Committee Member Edgar I Farmer Sr., Committee Member Roger C Shouse, Committee Member
Keywords:
bourdieu's capitals boarding schools social capital cultural education capital at risk students alternative education
Abstract:
ABSTRACT
This dissertation is a comparative study of two boarding schools and the prevalence and impact of Bourdieu’s (1977, 1983, 1986) capital benefits (economic, social, cultural, and educational) at the study schools. In a time when alternative approaches to schooling are so prevalent, this researcher seeks to explore Bourdieu’s capital theories and their impact on student learning in boarding schools. According to this theory, students who are rich in social and cultural capital will perform better, winning them more education capital. Further, wealthier students have a monopoly on the type or quality of social and cultural capital that leads to successful academic performance. They enjoy the separation allowed by differences in social economic status and strive to maintain separation. According to Bourdieu (1983, 1986), those who hold the power in societies design economic and social systems that support their own value systems and attributes. These ‘designs’ keep people without economic capital out, protecting their position of advantage.
In this study, the environment of two boarding schools: Douglas in the United States, and Bailey in South Africa will be studied and compared to determine to what extent they increase students’ social, cultural, and education capital (Bourdieu, 1977, 1993, 1996). The data source will be observations, and oral and written interviews.
